[Note: Insert Discipline/Program/Major Specific examples as applicable]
W-01 WRITING/COMPOSING:
W-1.1: Writing to Learn (Critical thinking): Students will use informal, first-draft writing as a tool to engage complexity and consider open-ended questions. This writing is not intended for an external audience. ("External" as in outside the classroom, yes?)
Writing assignments will not all be graded final projects, but will include informal, ungraded assignments that allow students to pose questions and think through ideas.
Product/Process
Discussion board posts...
3/4 page reaction papers to readings
Free-writes/quick writes about a topic in class before discussion
Blogs, journals
Topic proposals
W-1.2: Writing for an Audience: Students will use the composition process to create final documents ready to be viewed by external audiences, and will assess their progress toward meeting this goal.
Product: Final research project, final reflective paper, final proposal project
W-1.2a: Revision and Assessment: To develop effective texts, students will utilize a composing process that includes planning, drafting, revising (including gathering feedback), assessing progress toward a goal, and attention to final presentation. As the final step of revision, students will mitigate surface errors that can impede clear communication.
(Process) Assignments include rubrics that clearly state the goal of the process by listing characteristics of successful responses. Rubrics can be faculty or student-created.
(Product) Students create their own rubrics to first and second assignments (whole class, we discuss desired outcomes)
Assignments will guide students through stages of the composition process.
(Process) All assignments have two due dates for drafts and we list peer review times on syllabus
Assignments will require due dates for drafts and final projects to encourage attention to the stages of composition.
(Process) All assignments have two due dates for drafts and we list peer review times on syllabus
Assignments will require peer and/or faculty comments as part of the revision/composition process to foster collaboration and reflection.
(Process)We spend class time working on peer review for papers
(Product) Students create peer review sheets (more specific: letters, analyses, reports, memos?) that are reviewed by the instructor for content.
Assignments will incorporate self-assessment toward meeting the desired goal of the project as part of the revision process.
(Process) Students evaluate peer reviews and make judgements about whether the suggestion move them closer to their goals.
(Product) Students create responses to peer reviews explaning why they took certain suggestions and not others.
(Product) Students compose a short reflection that accompanies each draft. The reflection discusses how the draft has been revised, the strengths the student sees in the draft, the items the student knows need to be further revised, what questions the student has for the reader.
Assignments will direct students to proofread/copyedit/review their final work.
(Process) Assignments/rubrics contain a reminder to proofread/copyedit/review before submitting.
(Product) Final works receive an evaluation of the final presentation; works that are not reviewed/edited are scored down.
W-1.2b: Design: Students will use design elements suitable to the audience and purpose of their documents.
Assignments will require students to choose design elements suitable to a particular field or discipline.
(Process) I ask students to choose apa or mla depending on the intended audience of the research paper
(Product) Final research and reflective papers are evaluated based on how well they use design to address a particular audience and purpose.
R-01 Reading Process: R-1.1:Active Reading and Inquiry: In order to gain and support knowledge through reading, students will read actively and approach the reading of a text analytically.
Assignments will encourage students to consider how particular texts compare to others they have read/written.
Assignments will encourage students to use active reading skills as they respond to texts in discussion and in writing.
(Process) Reaction papers and discussion based on them help students to read actively
(Product) Annotated bibliographies ask students to evaluate works; they cannot do so successfully without active reading.
(Product) Students study and compose abstracts, descriptive and evaluative summaries, and paraphrases; each requires a different level of reading and reporting back.
R 1.1a: Research Reading: Students will actively read formal academic and informal texts (such as journals, web media, email correspondence, interviews, government documents, etc.) to develop, support, and enhance ideas.
Assignments will ask students to evaluate and analyze the sources they find.
Assignments will use research reading as a means to explore and develop ideas and to test theories and theses, not simply to bolster ideas that are already formed.
(Process) Students are asked to pose a research question, then read in the field about this question, then refine the question based on their reading
(Product) Should we have a product that forces them to do this more overtly?? Sure: the topic proposal is a great tool for asking students to establish their research question, offer a defense for the importance of the question, and articulate their intended rhetorical situation (their hypothesis, their audience, their role as rhetor)
R-1.1a.1: Visual Literacy: Students will use an active reading process to read charts, graphs, and multi-media texts, and to see the rhetorical importance of those visuals.
Assignments will expose students to a variety of non-linear texts and guide students’ active reading of such texts.
W-02, R-02 WRITING IN THE DISCIPLINE OR FIELD:
R 2.1: Discipline-Specific Reading: Students will understand the role(s) writing plays in the discourse of a particular field or discipline.
Assignments will expose students to discipline- or field-specific texts.
Assignments will ask students to identify characteristics of discipline- or field-specific communication and how it is shaped by audience and purpose.
W 2.1Discipline-Specific Writing: Students will understand and be able to utilize clear communication strategies and writing conventions that support success in a discipline or field.
Assignments will demonstrate to students how success in a particular field or discipline requires clear communication skills.
Assignments will require the application of discipline-specific writing conventions.
Assignments will help students place their texts within a larger conversation within a particular discipline or field.
W 2.1a: Discipline-Specific Research-Based Writing: Students will incorporate formal and informal sources into their own writing to develop, enhance, and support ideas.
Assignments will use research-based writing (including labs, reports, graphs, charts, case studies and other discipline-specific genres) to explore and develop ideas and to test theories and theses, not simply to bolster ideas that are already formed.
Assignments will ask students to use research-based writing as a way of entering a conversation with discipline-specific peers.
W-01 WRITING/COMPOSING:
W-1.1: Writing to Learn (Critical thinking): Students will use informal, first-draft writing as a tool to engage complexity and consider open-ended questions. This writing is not intended for an external audience. ("External" as in outside the classroom, yes?)
W-1.2: Writing for an Audience: Students will use the composition process to create final documents ready to be viewed by external audiences, and will assess their progress toward meeting this goal.
Product: Final research project, final reflective paper, final proposal project
W-1.2a: Revision and Assessment: To develop effective texts, students will utilize a composing process that includes planning, drafting, revising (including gathering feedback), assessing progress toward a goal, and attention to final presentation. As the final step of revision, students will mitigate surface errors that can impede clear communication.
W-1.2b: Design: Students will use design elements suitable to the audience and purpose of their documents.
R-01 Reading Process:
R-1.1: Active Reading and Inquiry: In order to gain and support knowledge through reading, students will read actively and approach the reading of a text analytically.
R 1.1a: Research Reading: Students will actively read formal academic and informal texts (such as journals, web media, email correspondence, interviews, government documents, etc.) to develop, support, and enhance ideas.
R-1.1a.1: Visual Literacy: Students will use an active reading process to read charts, graphs, and multi-media texts, and to see the rhetorical importance of those visuals.
W-02, R-02 WRITING IN THE DISCIPLINE OR FIELD:
R 2.1: Discipline-Specific Reading: Students will understand the role(s) writing plays in the discourse of a particular field or discipline.
W 2.1 Discipline-Specific Writing: Students will understand and be able to utilize clear communication strategies and writing conventions that support success in a discipline or field.
W 2.1a: Discipline-Specific Research-Based Writing: Students will incorporate formal and informal sources into their own writing to develop, enhance, and support ideas.